Framing Teaching As: Culturally relevant/responsive teaching: Gay, - - PowerPoint PPT Presentation

Framing Teaching As:

• Culturally relevant/responsive teaching:
• Gay, 2000, 2002
• Ladson-Billings, 1995, 2014
• Culturally affirming instruction:
• Delpit, 1988, 2012
• Lee, 1995
• Culturally sustaining pedagogy:
• Kinloch, 2017
• Paris & Alim, 2014, 2017

Higher Education: What We Know

• Uncerta

taintie ties & & challe llenges with:

• Shifting student enrollments
• Increasing our diverse student & faculty population
• Barriers to college attendance, completion, costs
• Need to imple

leme ment t ways to:

• Support our teaching & NTS faculty
• Enhance access & affordability
• Establish partnerships (provide access to U/G/P Ed)

Teaching: What We Know

• Teachin

ing & & learnin ing as connected to:

• Innovation, creativity & new teaching technologies
• Developing global mindsets
• Relations between self & world
• Competencies that prepare us to live interdependently

Teaching: What We Know

• Cultivate & support diverse student & faculty populations
• Foster connections focused on:
• Academic experiences
• Technological advancements
• Engaged learning & collaborations
• Intellectual power of teaching
• Lifelong learning

Learning from Rebecca

Teaching: What We Know

• “There’s nothing more worthy of praise than
• teaching. Nothing.”
• “If you’re teaching…that’s what it’s all about.”
• “What am I teaching today? What am I teaching

right now?

Remembering the Past

“Education within a pluralistic democratic society should help students to gain the content, attitudes, and skills needed to know reflectively, to care deeply, and to act thoughtfully”

Banks & Banks, 1995, p.152

By “participating in a pluralistic community, talking and making decisions w/one another, and coming to understand multiple perspectives”

Darling-Hammond, 1996, p.6

Taking Note of the Present

By viewing teaching as: “Something truthful within those moments we co-construct together not in spite of our differences, but because of them” and as “opportunities—particularly in schooling spaces—to be heard in meaningful ways”

San n Pedr dro, 2 2017, p.

• p. 113

Conceptualizing the Future

Some Considerations

• Implement equitable, institutional structures to:
• Incentivize teaching
• Increase access & opportunity
• Evaluate & reward “good” teaching/teachers
• Support teaching as lifelong learning

Some Considerations

• Implement equitable, institutional structures to:
• Encourage inter- & multi-disciplinary collaborations
• Support diverse practitioners, practices & learners
• “Equalize” the playing field
• Challenge cultural hegemony, individuality, meritocracy

Some Considerations

• Implement equitable, institutional structures to:
• Foster equitable, implementable policies & practices
• Become “a university that embodies diversity and inclusion

as core values that enrich learning, scholarship, and the communities we serve” (Gallagher)

Access Geographies New Frontiers Innovation Evaluation Resources Engagement Policy

• Affordability/Higher Ed
• Online/Hybrid Learning
• Community/Partner Access
• Incentivize Teaching Fac
• Diversity/Teaching Equity
• Addressing Disparities
• Having Institutional Goals
• Active Learning & Student-

Centered Teaching Spaces

• Professional Communities
• Inside/Outside Univ Spaces
• Curricular Planning
• Professional Development
• Mentoring in & w/Teaching
• Teaching Conversations
• Equitable Promotion Processes
• Teaching-Intensive TS Positions
• Creativity (evaluating teaching)
• Improved Climate & Culture
• Reimagine Service Courses
• No Adjunctification of H.E.
• Interdisciplinary Teaching
• Online/Hybrid Teaching
• Teaching Excellence/Recog
• Teaching Funding Streams
• Admin Teaching Support
• Campus/Unit Orientations,

Workshops, Demonstrations

Challenges

&

Opportunitie s

Higher Education & Teaching